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Objective: To determine the perceptions of medical students about the effect of mentoring on professional
development and to identify the problems faced during mentoring sessions in a private medical college.
Study Design: It was a qualitative phenomenological study.
Place and Duration of Study: This study was conducted at Islamic International Medical College Rawalpindi. It
was completed in 6 months i.e., from Feb. 2016 to 31 July 2016.
Materials and Methods: It was a qualitative phenomenological study. A sum of 32 students were included in
this study, 16 from third year MBBS and 16 from final year MBBS. Students from each class were divided into
two groups, each group comprising of 08 students. Two Focus Group Discussion were arranged. Focus Group
Discussions were audio recorded, transcribed and analyzed by thematic analysis with NVIVO version 11.
Results: Majority of the students found mentoring useful and a supportive program for their professional
development, self-grooming, self-confidence and it helped them to increase their knowledge. Students were of
the opinion that mentoring sessions had been helpful for improving their behavior with the patients. Students
also highlighted that these sessions had positive effects on their professional and religious values. Students
identified certain problems faced during these sessions like irregularity in mentoring sessions, frequent change
of mentors, lake of advice and guidance on their career development by the mentors.
Conclusion: Medical students observe that mentoring has useful and beneficial effect on their professional
development. However, they have highlighted certain shortcomings/problems of mentoring program run in
IIMC. These deficiencies include lack of a structured mentoring program, irregularity in mentoring sessions and
change of mentors.
Shamaila Sharif, Abdul Ghani Waseem, Wajiha Shadab, Rehan Ahmed Khan, Saadia Sultana. (2019) Effect of Mentoring on Professional Development of Medical Students Medical Students, Journal of Islamic International Medical College, Volume-14, Issue-3.
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